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Tibetan Buddhism, Scottish, and Mexican National Cultures
Introduction
The world is merely a collection of countries with their cultures and subcultures. Every person in each community is exposed to different sets of beliefs, perceptions, and traditions and cross-cultural communication helps people with spreading such information (Sage Knowledge, n.d.). In this sense, many cultures and subcultures revolve around faith, music, fashion styles, and other factors. Consequently, humanities help scientists, scholars, and the general public understand cultures because they assist in comprehending human nature and behavior (Rodden, 2002). From personal experience, the cultures I can relate to include Tibetan Buddhism, Scottish, and Mexican national cultures.
Discussion
First, Tibetan Buddhism is close to me due to its emphasis on tranquility and liberty. Numerous practices of late Buddhism were carried across Tibetan Buddhism, which further places a heavy focus on monasticism since Tibet previously had the oldest Buddhist monasteries. It additionally accentuates a profound philosophy and intricate esoteric practices. The fact that in Tibetan culture, people are fighting for liberty is its most significant feature. Tibetans also emphasize the ability to live in a society that cherishes decency, charity, and faith. The resilience of Tibetan culture has been attributed to powerful leadership, integrity, and a refusal to quit. When it comes to the representative object of this culture, it is silence. A monks vow to remain silent is a technique for the person to learn acceptable communication in the Buddhist tradition. Buddhists believe that by keeping their thoughts to themselves, they could prevent expressing anything unfavorable. They believe that communicating in silence is a form of peace. In this sense, while generally silence is seen as something neutral, in Tibetan culture, it is a peace-bringing technique.
As for the Scottish culture, it has abundant features that feel relatable. For example, Scottish men are proud of their history and are used to wearing kilts, which are still worn now for specific cultural occasions. The Highland bagpipes and rugby are additionally ingrained in Scottish culture. Lastly, Haggis and scotch whisky are popular foods and drinks. In this sense, the main representative object of the culture is a kilt, which visually reminds of a skirt. The kilt is a symbol of recognition of Scottish ancestry and national warriors. Scottish people choose tartan kilts as a reference to the way their forefathers fought, highlighting their ability to move freely over the rough hills and on Munros to battle off English attackers (Chapman, 2021). While for other cultures, such garments are perceived as female clothing, in Scottish culture, it is a symbol of male energy and strength.
Lastly, Mexican culture is a vastly varied field that includes a wide range of identities. Mexican history has been shaped and defined by a wide range of forces, including the hegemonic European occupation as well as the illustrious Mayan and Aztec empires. The most relatable feature of Mexican culture is a strong emphasis on familial connections, inclusivity, and religious beliefs. The representative object of the culture is the Day of the Dead, a celebration of the loved ones who are no longer present. During this event, skulls are usually depicted on posters, people might wear garments that would make them resemble a skeleton. Therefore, while in other cultures, death is a solemn event, in Mexican culture, death must not be a fearful experience.
Conclusion
Hence, I can relate to Tibetan Buddhism, Scottish, and Mexican national cultures due to similar views. First, since it places such a strong focus on serenity and freedom, Tibetan Buddhism is close to me. Regarding Scottish culture, it contains many relatable elements, such as pride in ones countrys history. Lastly, a great focus on family ties, inclusiveness, and religious values makes Mexican culture relatable as well.
References
Chapman, M. (2021). The Gaelic vision in Scottish culture. Routledge.
Rodden, J. (2002). But professor, what are the humanities for?: Creating a full human being. Vital Speeches of the Day, 68(11), 345-349.
Sage Knowledge. (n.d.). Cross-cultural communication.
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